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Different approaches to early childhood education for sustainability from the preschool teacher’s perspective
Aleksandra Šindić
orcid.org/0000-0001-8565-0464
; Faculty of Philosophy, University of Banja Luka, Banja Luka, Bosnia and Herzegovina
*
Adrijana Višnjić Jevtić
; Učiteljski fakultet, Sveučilište u Zagrebu, Zagreb, Hrvatska
Jurka Lepičnik Vodopivec
orcid.org/0000-0003-3238-7660
; Faculty of Education, University of Primorska, Koper, Slovenia
* Dopisni autor.
Sažetak
While the need for sustainable development is increasingly current, education for sustainable development represents its essential premise, and it is optimal to implement it in the education system starting from the earliest age. Preschool teachers are key to the success of implementing early childhood education for sustainability (ECEfS). The aim of this empirical, quantitative study, which is part of an international project on education for sustainable development, is to examine the perspective of Bosnian-Herzegovinian preschool teachers on the implementation of ECEfS through the assessment of their own practice. The survey, with an independently constructed instrument with appropriate metric characteristics, was conducted on a sample of 115 preschool teachers from Bosnia and Herzegovina in 2024. By factor analysis, applying the Varimax rotation method, two factors were singled out that indicate macro- and micro-level approaches in implementing ECEfS.
Ključne riječi
education for sustainable development; early childhood education; social sustainability; preschool teachers; macro-level approach; micro-level approach
Hrčak ID:
335178
URI
Datum izdavanja:
30.7.2025.
Posjeta: 267 *